Court Cases and Legislation About Bilingual Education And ESL (Essay Sample)
how has the U.S. approached throughout history the education of ELLs? What are the gained rights of ELLs up to today? What have been the implications for ELLs of the following court cases and legislation? ADD YOUR QUESTION and refer to it when you address each case.
Include the following 6 court decisions and legislature that has made the education of ELLs in the U.S. a reality:
-Mendez et al vs. Westminster Board of Education,
-The Bilingual Education Act (1968 along with its reauthorizations of 1974; 1978; 1984; 1988 & 1994.
-Lau vs. Nichols case (1974) and the Lau Remedies (1975)
- Casteñeda vs. Pickard (1981)
- No Child Left Behind act (2001)
- One legal case of your choice from any time.
Each court case or legislative act review should be a minimum of 250 words. Include information on the who, what, where, when and why in each of the six reviews. Provide a clear picture of the significance of each case or law for the implementation of bilingual/ESL education in the long term. Revisit how the case/legislation sheds light into your initial question. You need to cite at least ONE source for each review. Follow APA format when citing or referencing within the body of the text.
The conclusion, should include a brief recount on the connection between each review and your initial question. State unanswered topics. It should also state how the process of investigating the presented information has affected your view of ESL and bilingual education for ELLs in the U.S. Include a reference page in A.P.A. style at the end of your essay. Include a minimum of six different bibliographic resources. Resources must be peer review academic journals, published books or government published information only
COURT CASES AND LEGISLATION ABOUT BILINGUAL EDUCATION AND ESL
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Institution
Court Cases and Legislation About Bilingual Education And ESL
The judicial precedence and statutes aimed at protecting the right of English learners in the United States to public education, such as defining the obligation of local and state governments to furthering such education date back many decades. Its history dates back many decades ago and continues to evolve. It is estimated that about 10 percent of the public-school population in the United States speaks another language while away from school (Black, 2016). Statistics also indicate that while Asian and Spanish languages are the most widely spoken first languages of many ELLs in the United States, ELLs speak more than 400 other different languages in total (Black, 2016). These statistics thus show that the issue of ELL and the policy and legal aspects around it will continue to dominate the legal and socio-political discourse.
Historically, many states and local authorities have been reluctant to implement policies that guarantee equitable educational opportunities and resources to ELL and minority students as well as controversies over the use of languages other than English in public schools, igniting numerous lawsuits aimed at addressing the educational needs of ELL students (Jochum, 2011).
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